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Research

Prof. Dr. Eitel

Publications in Journals

  • Eitel , A., Endres, T., & Renkl, A. (2022). Specific questions during retrieval practice are better for texts containing seductive details. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3984
  • Dersch, A., Renkl, A., & Eitel A. (2022). Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal.12671
  • Prinz, A., Kollmer, J., Flick, L., Renkl, A., & Eitel A. (2021). Refuting student teachers’ misconceptions about multimedia learning. Instructional Science.
    https://doi.org/10.1007/s11251-021-09568-z
  • Eitel , A. Prinz, A., Kollmer, J., Niessen, L., Russow, J., Ludäscher, M., Renkl, A., & Lindner, M. A. (2021). The misconceptions about multimedia learning questionnaire. An empirical evaluation study with teachers and student teachers. Psychology Learning and Teaching. https://doi.org/10.1177/14757257211028723
  • Bender, L., Renkl, A., & Eitel , A. (2021). Seductive details do their damage also in longer study sessions - when the details are perceived as relevant. Journal of Computer Assisted Learning . https://doi.org/10.1111/jcal.12560
  • Bender, L., Renkl, A., & Eitel , A. (2021). When and how seductive details harm learning. A study using cued retrospective reporting. Applied Cognitive Psychology . https://doi.org/10.1002/acp.3822
  • Eitel , A., Endres, T., & Renkl, A. (2020). Self-management as a bridge between cognitive load and self-regulated learning: the illustrative case of seductive details. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09559-5
  • Kollmer J., Hosp T., Glogger-Frey I., Renkl A., & Eitel A. (2020). Adjunct aids and signals support online learning from multiple representations. Journal of Computer Assisted Learning , 1–11. https://doi.org/10.1111/jcal.12477
  • Kollmer, J., Schleinschok, K., Scheiter, K., & Eitel , A. (2020). Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds? Instructional Science. https://rdcu.be/b5yz8
  • Endres, T., Weyreter, S., Renkl, A., & Eitel , A. (2020). When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12418
  • Schmidgall, S., Scheiter, K., & Eitel , A. (2020). Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support. Instructional Science. https://doi.org/ 10.1007/s11251-020-09513-6
  • Eitel , A., Bender, L., & Renkl, A. (2019). Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3479
  • Eitel , A., Dersch, A., & Renkl, A. (2019). Wissenschaftliche Annahmen und Fehlkonzepte angehender Lehrkräfte über das Lernen mit Multimedia. Unterrichtswissenschaft. https://doi.org/10.1007/s42010-019-00049-4
  • Eitel , A., & Kühl, T. (2019). Harmful or helpful to learning? The impact of seductive details on learning and instruction. Applied Cognitive Psychology. https://doi.org/10.1002/acp.3513
  • Lindner, M. A., Eitel , A., Barenthien, J., & Köller, O. (2018). An integrative study on learning and testing with multimedia: Effects on students' performance and metacognition. L earning and Instruction. https://doi.org/10.1016/j.learninstruc.2018.01.002
  • Rieche, H., Fischer, A.-K., Geißler, C., Eitel , A., Brunner, G., & Renkl, A. (2018). Wenn Schülerinnen und Schüler glauben, unmusikalisch zu sein: Erkennen angehende Musik-Lehrkräfte solche Überzeugungen? Beiträge Empirischer Musikpädagogik, 9 , 1-23 . https://www.b-em.info/index.php/ojs/article/view/154
  • Richter, J., Scheiter, K., & Eitel , A. (2018). Signaling text-picture relations in multimedia learning: The influence of prior knowledge. Journal of Educational Psychology, 110, 544-560. http://dx.doi.org/10.1037/edu0000220
  • Schmidgall, S. P., Eitel , A., & Scheiter, K. (2018). Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. L earning and Instruction. doi:10.1016/j.learninstruc.2018.01.006
  • Eitel , A. Martin Benito, S., & Scheiter, K. (2017). Do it twice! Test-taking fosters repeated but not initial study of multimedia instruction. L earning and Instruction. dx.doi.org/10.1016/j.learninstruc.2017.04.003
  • Lindner, M. A., Eitel , A., Strobel, B., & Köller, O. (2017). Identifying processes underlying the multimedia effect in testing: An eye-movement analysis. L earning and Instruction, 47 , 91-102. dx.doi.org/10.1016/j.learninstruc.2016.10.007
  • Schleinschok, K., Eitel , A., & Scheiter, K. (2017). Do drawing tasks improve monitoring and control during learning from text?. L earning and Instruction. dx.doi.org/10.1016/j.learninstruc.2017.02.002
  • Eitel , A. (2016). How repeated studying and testing affects multimedia learning: Evidence for adaptation to task demands. Learning and Instruction, 41 , 70-84. doi:10.1016/j.learninstruc.2015.10.003
  • Eitel , A., & Kühl, T. (2016). Effects of disfluency and test expectancy on learning with text. Metacognition and Learning, 1, 107-121. doi:10.1007/s11409-015-9145-3
  • Kühl, T., & Eitel , A. (2016). Editorial: Effects of disfluency on cognitive and metacognitive processes and outcomes. Metacognition and Learning, 1, 1-13 . doi: 10.1007/s11409-016-9154-x
  • Scheiter, K., Eitel , A., & Schüler, A. (2016). Lernen mit Texten und Bildern: Die frühzeitige wechselseitige Beeinflussung kognitiver Prozesse bei der Konstruktion eines integrierten mentalen Modells. Psychologische Rundschau, 67, 87-103. dx.doi.org/10.1026/0033-3042/a000300
  • Richter, J., Scheiter, K., & Eitel , A. (2016). Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, 17 , 19-36 . doi:10.1016/j.edurev.2015.12.003.
  • Eitel , A., & Scheiter, K. (2015). Picture or text first? Explaining sequence effects when learning with pictures and text. Educational Psychology Review, 27 , 153-180 . doi:10.1007/s10648-014-9264-4
  • Scheiter, K., & Eitel , A. (2015). Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, 36 , 11-26. doi:10.1016/j.learninstruc.2014.11.002
  • Schweppe, J., Eitel , A., & Rummer, R. (2015). The multimedia effect and its stability over time. Learning and Instruction, 38 , 24-33 . doi:10.1016/j.learninstruc.2015.03.001
  • Eitel , A., & Kornmann, J. (2014). Schwieriger als gedacht?! Potenziale und Risiken des Lernens mit digitalen Medien. InMind, 3 .
  • Eitel , A., Kühl, T, Scheiter, K., & Gerjets, P. (2014). Disfluency meets cognitive load in multimedia learning: Does harder-to-read mean better-to-understand? Applied Cognitive Psychology, 28 , 488-501 . doi:10.1002/acp.3004
  • Kühl, T., Eitel , A., Damnik, G., Körndle, H. (2014). The impact of disfluency, pacing, and students’ need for cognition on learning with multimedia. Computers in Human Behavior, 35 , 189-198 . doi:10.1016/j.chb.2014.03.004
  • Kühl, T., Eitel , A., Scheiter, K., & Gerjets, P.  (2014). A call for an unbiased search for moderators in disfluency research: Reply to Oppenheimer and Alter (2014). Applied Cognitive Psychology, 28 , 805-806. doi:10.1002/acp.3030
  • Lindner, M. A., Eitel , A., Thoma, G.-B., Dalehefte, I. M., Ihme, J. M., & Köller, O.  (2014). Tracking the decision making process in multiple-choice assessment: Evidence from eye movements. Applied Cognitive Psychology, 28 , 738-752. doi:10.1002/acp.3060
  • Eitel , A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48-63. doi:10.1016/j.learninstruc.2013.05.002
  • Eitel , A., Scheiter, K., & Schüler, A. (2013). How inspecting a picture affects processing of text in multimedia learning . Applied Cognitive Psychology, 27 , 451-461. doi:10.1002/acp.2922
  • Eitel , A., Scheiter, K., & Schüler, A. (2012). The time course of information extraction from instructional diagrams . Perceptual and Motor Skills, 115 , 677-701. doi:10.2466/22.23.PMS.115.6.677-701
Dr. Marie-Christin Krebs

Publications in Journals

  • Krebs, M.-C. , Schüler, A., & Scheiter, K. (2021). Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning? Instructional Science , 49, 607-635. https://doi.org/10.1007/s11251-021-09552-7
  • Richards, D. K., Fetterman, A. K., Krebs, M.-C. , Neugebauer, J., Ray, D. G., & Sassenberg, K. (2020). Positive and negative emotions predict weight loss intentions and behaviors beyond theory of planned behavior constructs. Eating and Weight Disorder – Studies on Anorexia, Bulimia and Obesity . https://dx.doi.org/10.1007/s40519-020-00917-4
  • Krebs, M.-C. , Schüler, A., & Scheiter, K. (2019). Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples. Learning and Instruction, 61 , 126-137. https://dx.doi.org/10.1016/j.learninstruc.2018.10.005
  • Scheiter, K., Schubert, C., Schüler, A., Schmidt, H., Zimmermann, G., Wassermann, B., Krebs, M.-C. , & Eder, T. (2019). Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support. Computers & Education, 139 , 31-47. https://dx.doi.org/10.1016/j.compedu.2019.05.005

Books

  • Scheiter, K., Fillisch, B., Krebs, M.-Ch. ,Leber, J., Ploetzner, R., Renkl, A.,Schmidt, H., Schüler, A., Zimmermann, G. (2017). How to design adaptive information environments to support self-regulated learning with Multimedia. In J. Buder & F. W. Hesse (Eds.), Informational environments: Effects of use, effective designs (pp. 203-224). Cham, Switzerland: Springer International Publishing.
Anna-Sophia Dersch

Journal Articles

  • Dersch, A.-S. , Renkl, A., & Eitel, A. (2022). Personalized Refutation Texts Best Stimulate Teachers' Conceptual Change About Multimedia Learning. Journal of Computer Assisted Learning, 38 , 977 - 992. https://doi.org/10.1111/jcal.12671
  • Dersch, A.-S., Heyder, A., & Eitel, A. (2022). Exploring the Nature of Teachers’ Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire. Frontiers in Psychology , 1728. https://doi.org/10.3389/fpsyg.2022.820254
  • Eitel, A., Dersch, A.-S. & Renkl, A. (2019). Wissenschaftliche Annahmen und Fehlkonzepte angehender Lehrkräfte über das Lernen mit Multimedia. [ Student Teachers' Scientific Assumptions and Misconceptions About Learning with Multimedia ]. Unterrichtswissenschaft 47 , 451–474. https://doi.org/10.1007/s42010-019-00049-4